Culturally Responsive Teaching and Learning of Language and Literacy

This informational session determines, describes, and uses as basis the diverse cultural background of students to design, promote, integrate, and appreciate a culturally responsive-interactive teaching and learning approach to language and communication courses.
Furthermore it will inform and guide teachers in adapting the culturally responsive-interactive teaching and learning approach to language and communication courses in the new general education curriculum offered to all students with diverse cultural backgrounds from the different regions of the country, and the socially-disadvantaged. The approach will greatly help in enhancing the content and pedagogy in language and communication courses that develop critical and cultural literacies, language use, intercultural communication and appreciation of the students.

This session emphasizes that critical and cultural literacies be conscientiously taught, learned, developed, and promoted in culturally responsive-interactive language and communication classrooms, schools, and community in the Philippine setting.
The session describes the critical and cultural literacies of the students with diverse cultural background. Critical literacy is acquired by locating and accessing, reading, viewing, analyzing, interpreting, and evaluating various print and digital information sources that discuss issues and topics relevant to their diverse cultural background; build their world and cultural schemata; allow them to engage and participate in the discussion of global issues; provide opportunities for students to use English and their own language that allow them to present, represent, and talk about their own cultural identity, express themselves from their own cultural perspectives; communicate, connect, and appreciate people with diverse cultural background; engage and participate in meaningful and critical spoken and written discourses.
Furthermore, cultural literacy bridges and connects the students with diverse cultural backgrounds and of the teacher as well; promotes and appreciates intercultural communication in the classroom, entire school, and community settings where students experience and possess belongingness, respect and appreciation for their unique cultural identity.